Howard Gardner believes artificial intelligence will become so capable that pursuing traditional cognitive tasks could eventually become optional for humans. The renowned psychologist first explored the limits of human cognition through his theory of multiple intelligences, a framework developed decades ago. In 2024, Gardner and his colleagues published an essay titled “Who Owns Intelligence?” where they examined the relationship between animal, plant, and artificial cognition. Gardner argues that as AI systems demonstrate remarkable cognitive capacities, scholars and educators must reflect on how these different forms of intelligence relate to one another.
Optional Minds and the Role of Schools
The psychologist suggests that AI will likely handle “the disciplined mind, the synthesizing mind, and the creative mind” so effectively that whether humans continue to perform these tasks will become optional. However, Gardner maintains that the “respectful mind” and the “ethical mind” must remain distinctly human traits. In a scenario where cognitive tasks are offloaded to AI, individuals can still pursue their interests throughout their lives, whether that involves cooking or ancient history. The value in these pursuits comes from the pleasure they bring to the person and those around them, potentially leading to new knowledge or experiences beyond the reach of AI.
Gardner envisions a significant shift in the structure of schooling. While he has previously suggested that by 2050 students might need only a few years of formal education, he clarified that his view is subtle. He believes every child should still master reading, writing, math, and basic coding. These foundational skills should be learned alongside peers and skilled educators in a school-like setting. However, once a student reaches age 10 and has grasped the “3 Rs,” formal schooling should change. Gardner argues that well-designed AI can outperform even the most gifted human instructor, meaning education should continue but without corralling young people in classrooms for a dozen years to study the same subjects in the same way.
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This proposed model places the burden of motivation directly on the student. If individuals are intrinsically driven to stretch their abilities, they may discover or create knowledge, entities, or experiences that no AI could generate, such as poetry or stories. The shift implies a move away from standardized curricula toward a system where students use AI tools to explore personal interests. The responsibility for driving this learning rests with the learner, supported by AI and peers rather than a rigid schedule. Gardner notes that this approach could free up time for the pursuit of other meaningful activities.
He points out that the “ethical mind” helps people think about their obligations to family, community, and humanity. This capacity for ethical reflection remains a distinctively human trait that requires active engagement and practice. Without it, the potential benefits of AI might be overshadowed by moral challenges. The psychologist emphasizes that schools can play a role in supporting these ethical discussions, even if the core academic instruction is transformed. He suggests that educators can guide students in applying their cognitive skills to real-world problems. This would ensure that the pursuit of knowledge remains connected to the development of character and responsibility.
